Planetarium.deanza.edu



Instructions: The first column below matches key words in TracDat where you will enter the requested information. The second column fully describes the information that the IPBT is requesting. It also represents the information you would see if you pressed the help button (a question mark) by each box in TracDat. The third column is where you can input your data/responses at this time. You will be able to copy and paste or type in your information from the third column directly into the TracDat boxes. Save this Word doc in the following format: sp2016cpr_deptname. Last steps: ALWAYS keep a soft copy of your work in your files to ensure that your work is not lost. Upload a copy of this document into the Trac Dat, “Documents file”. Also upload the Program Review Data sheet(s). If you have questions, please refer to your workshop handout () or contact: papemary@fhda.edu.

Section I: Overall program description (including CTE)

Section II: Overall student enrollment and success

Section III: Equity

Section IV: Assessment Cycle

Section V: Resource requests

In TracDat. Limit narrative to 100 words; bullet points encouraged

| |Information Requested |Explanation of Information Requested. |Input your answers in columns provided. Note: reference documents can also be attached.|

| | |? TracDat Help button will reveal the same cues (sorry no hyperlinks) |Make sure to note the name of any reference documents in your explanations. |

| |Program Description | | |

| |Department Name: | |Business |

| |Program Mission Statement: |“What are your Program Learning Outcomes? How do your Program Learning Outcomes |We just have one program learning outcome: Each student shall acquire the knowledge and |

| | |relate to the mission of De Anza College and our Institutional Core |skills described in the course level SLOs (Student Learning Outcomes) of the Business |

| | |Competencies”? () |courses that student completed at De Anza College. Forty-five of our 46 course-level |

| | | |SLOs support Institutional Core Competency #2, Information Literacy. Forty of our |

| | | |course-level SLOs support Institutional Core Competency #5, Critical Thinking. Nine of |

| | | |our course-level SLOs support Institutional Core Competency #1, Communication and |

| | | |Expression. Six of our course-level SLOs support Institutional Core Competency #3, |

| | | |Physical/mental wellness and personal responsibility, and six of our course-level SLOs |

| | | |support Institutional Core Competency #4, Civic capacity for global, cultural, social, |

| | | |and environmental justice. See reference document busdept_supportofmission.pdf for |

| | | |further details. |

|I.A.1 |What is the Primary Focus of |Select Basic Skills, Transfer. Career/Technical, Learning Resources/Academic |Transfer |

| |Your Program? |Services, personal enrichment or N/A | |

|I.A.2 |Choose a Secondary Focus of |Basic Skills, Transfer. Career/Technical, Learning Resources/Academic Services, |Career/Technical |

| |Your Program. |personal enrichment or N/A | |

|I.B.1 |# Certificates of Achievement |If applicable, enter the number of Certificates of Achievement awarded during the|51 |

| |Awarded |most recent past academic year. Please refer to: | |

| | | | |

| | |Leave blank if not applicable to your program. | |

|I.B.2 |# Certificates of |If applicable, enter the number of Certificates of Achievement - Advanced awarded|3 |

| |Achievement-Advanced Awarded: |during the most recent past academic year. Please refer to | |

| | | . | |

| | |Leave blank if not applicable to your program. | |

|I.B.3 |# ADTs (Associates Degrees for|List Associate Degree Transfer awarded by you department during the most recent |147 |

| |Transfer) Awarded |past academic year. Please refer to | |

| | | | |

| | | | |

| | |Leave blank if not applicable to your program. | |

|I.B.4 |# AA and/or AS Degrees |If applicable, enter the number of Associate of Arts or Associate of Science |43 |

| |Awarded: |degrees awarded during the most recent past academic year. Please refer to | |

| | | | |

| | | | |

| | |Leave blank if not applicable to your program | |

|I.C.1 |CTE Programs: Impact of |Career Technical Education (CTE) programs: provide regional, state, and labor |N/A |

| |External Trends |market data, employment statistics. Refer to "CTE Program Review Addenda" at: | |

| | | | |

| | |Identify any significant trends that may affect your program relative to: 1) | |

| | |Curriculum Content; 2) Future plans for your program e.g. enrollment management | |

| | |plans. | |

|I.C.2 |CTE Programs: Advisory Board |Career Technical Education (CTE) programs: provide recommendations from this |N/A |

| |Input: |year's Advisory Board (or other groups outside of your program, etc.). Briefly, | |

| | |address any significant recommendations from the group. Describe your program's | |

| | |progress in moving towards assessment or planning or current implementation of | |

| | |effective solutions. | |

|I.D.1 |Academic Services and Learning|Only for programs that serve staff or students in a capacity other than |N/A |

| |Resources: # Faculty Served |traditional instruction, e.g. tutorial support, service learning, etc. State | |

| | |number of faculty served: 0 = no change; (- #) decreased; # increased; leave | |

| | |blank if not applicable to your program | |

|I.D.2 |Academic Services and Learning|Only for programs that serve staff or students in a capacity other than |N/A |

| |Resources: # Students Served |traditional instruction, e.g. tutorial support, service learning, etc. State | |

| | |number of students served: 0 = no change; (- #) decreased; # increased; leave | |

| | |blank if not applicable to your program | |

|I.D.3 |Academic Services and Learning| Only for programs that serve staff or students in a capacity other than |N/A |

| |Resources: # Staff Served |traditional instruction, e.g. tutorial support, service learning, etc. State | |

| | |number of staff served: 0 = no change; (- #) decreased; # increased; leave | |

| | |blank if not applicable to your program | |

|I.E.1 |Full Time Faculty (FTEF) |For ALL programs: Refer to your program review data sheet. |13.9 |

| | | . | |

|I.E.2 |# Student Employees |State number of student employees and if there were any changes: 0 = no change; |0 |

| | |(- #) = decreased; # = increased; blank if not applicable to your program | |

|I.E.3 |Full-time to Part-time ratio %|Compare the changes in % of FT and PT faculty teaching in your department? |Over the two-year period from 2012-13 to 2014-15, the ratio of our FT % to our PT % |

| |of Full -time Faculty Compared|0 = no change; (- %) = decreased; % = increased; blank= not applicable to your |improved from 32%:55% to 41%:41%. Over just the most recent one year, the ratio was |

| |to % Part-time Faculty |program. Refer to your program review data sheet. |little changed, from 43%:42% to 41%:41%. |

| |Teaching |. | |

|I.E.4 |# Staff Employees |State number of staff employees and if there were any changes: 0 = no change; |0 |

| | |(- #) = decreased; # = increased; blank if not applicable to your program ONLY | |

| | |report the number of staff that directly serve your program. Deans will make a | |

| | |report regarding staff serving multiple programs. | |

|I.E.5 |Changes in Employees/Resources|Briefly describe how any increase or decrease of employees/resources has impacted| |

| | |your program. Leave blank if not applicable to your program. | |

| |Enrollment | | |

|II.A.1 |Enrollment Trends |What significant changes in enrollment have you seen in the last three years? |Our enrollment was up 2.7% in 2014-15 compared with the preceding year. |

| | |Refer to | |

|II.B.1 |Overall Success Rate |What significant changes in student success rates have you seen in the last three|Our success rates have held fairly steady over the past three years. They were 70% in |

| | |years? |2012-13, 69% in 2013-14, and 71% in 2014-15. |

|II.B.2 |Plan if Success Rate of |In accordance with ACCJC requirements, the college has adopted an institutional |As our success rates have not been below 60% at any time during the past 15 years, we |

| |Program is Below 60% |standard for successful course completion at or above |currently do not have a plan regarding what we would do if they fell below 60%. |

| | |60%  | |

| | |If course success rates in your program fall below 60%, what are the department’s| |

| | |plans to bring course success rates up to this level? Leave blank if N/A. | |

|II.C |Changes Imposed by |Address program changes implemented as a response to changes in College/District |Created A.S.-T degree program. A total of 30 A.S.-T degrees were awarded in the first |

| |Internal/External Regulations |policy, state laws, division/department/program level requirements or external |year it was offered (2012-2013). The number of A.S.-T degrees awarded in 2013-14 jumped |

| | |agencies regulations? How did the change(s) affect your program? (e.g. any |to 80 and in 2014-15 it was 147. |

| | |curriculum, program reorganization, staffing etc.) | |

| |Equity | | |

|III.A |Growth and Decline of Targeted|Briefly, address student enrollment data relative to your program’s growth or |Enrollment in our program among targeted student groups is up 4.7% in 2014-15 compared to|

| |Student Populations |decline in targeted populations: African Americans, Latinos, Filipinos. (Refer to|the previous year. By comparison, enrollment in our program among non-targeted student |

| | | ) |groups is up only 1.8% |

|III.B |Closing the Student Equity |What progress or achievement has the program made relative to the plans stated in| In April 2014 we set a goal to decrease the equity gap from the most recently reported |

| |Gap: |your program’s 2013 -14 Comprehensive Program Review, Section II.A.3, towards |number of 18 percentage points to something lower. (We didn’t specify a target.) We |

| | |decreasing the student equity gap? See IPBT website for past program review |implemented a number of actions in about a third of our classes in support of this goal. |

| | |documentation: |These had the desirable effect of increasing our overall student success rate by two |

| | | |percentage points, from 69% to 71%. However, the gain among the non-targeted groups was |

| | | |greater than the gain among the targeted groups, with the result that our achievement gap|

| | | |worsened by 1 percentage point, to a 19 point gap. |

|III.C |Plan if Success Rate of |In accordance with ACCJC requirements, the college has adopted an institutional |In April 2014 we set a goal to increase the success rate for targeted groups in our |

| |Targeted Group(s) is Below 60%|standard for successful course completion at or above 60% |program from the most recently reported number of 57% in 2013-14 to 60% by 2014-15. In |

| | | |partial fulfillment of this objective, we achieved a one percentage point improvement in |

| | |Are success rates of targeted groups at or above 60%? If not, what are the |this success rate, to 58%. We still have 2 percentage points to go to hit our goal. In |

| | |department’s plans to bring the success rates of the group(s) up to this level? |support of this on-going objective, we will be implementing a number of new ideas this |

| | |This applies to African American, Latino/a and Filipino students. |year, including: |

| | | |A custom remedial homework production system in one of our Business Law I sections, |

| | | |together with a comprehensive set of midterm flashcards in Quizlet that students can use |

| | | |to help prepare themselves for the midterm. |

| | | |We are eagerly awaiting the ability to view our section-level enrollment data in MyPortal|

| | | |by targeted/non-targeted status. We think this will greatly aid our efforts to discover,|

| | | |by trial and error, what works best to improve success rates among targeted groups. |

| | | |For one section of Introduction to Business, starting Fall 2015 we created a tutoring |

| | | |program, similar to the one Kevin Mello has set up for his Introduction to Accounting |

| | | |course. |

| | | |One of our instructors plans to start using Zoom (similar to Skype) with her online |

| | | |students to foster a more personal connection during office hours. |

| | | |One our instructors started forming “familias” in his Human Resources class in 2014-15, |

| | | |to give students a peer support network for the class. Feedback from his students has |

| | | |been mixed. His overall sense is that it isn’t hurting, but it may not be helping all |

| | | |that much. |

|III.D |Departmental Equity Planning |What progress or achievement has the program made relative to the plans stated in|Covered in items III.B and III.C above. |

| |and Progress |your departmental 2014-15 Equity Plan? | |

| |Assessment Cycle | | |

|IV.A |Cycle 2 PLOAC Summary (since |Give the percentage of Program Level Outcome statements assessed since June 30, |0% |

| |June 30,2014) |2014. Run Ad Hoc report entitled “Cycle 2 XXX PLOAC Work” and scroll to the | |

| | |bottom of the report for count. Then calculate #Reflections & Analysis/#PLO | |

| | |statements times 100. All program level outcomes are to be assessed at least once| |

| | |between Fall 2014 and end of Winter 2019. | |

|IV.B |Cycle 2 SLOAC Summary (since |Give the percentage of Student Learning Outcome statements assessed since June |11% |

| |June 30, 2014) |30, 2014. Run Ad Hoc report titled “Cycle 2 XXX SLOAC work- Active Only” and | |

| | |scroll to the bottom of the report for count. Then calculate #Reflections & | |

| | |Analysis /#SLO statements times 100. All Student Learning Outcome statements are | |

| | |to be assessed at least once between Fall 2014 and end of Winter 2019. | |

| |Resource Requests | | |

|V.A |Budget Trends |Describe impact, if any, of external or internal funding trends upon the program |None |

| | |and/or its ability to serve its students. | |

| | |If you don’t work with budget, please ask your Division Dean to give you the | |

| | |information. | |

|V.B |Funding Impact on Enrollment |Describe the impact, if any, of external or internal funding changes upon the |None |

| |Trends |program’s enrollment and/or its ability to serve its students. Refer to Program | |

| | |Review data sheets for enrollment information: | |

| | | | |

|V.C1 |Faculty Position(s) Needed |A drop down menu will allow you to choose: Replace due to Vacancy, Growth, None |None |

| | |Needed Unless Vacancy | |

|V.C.2 |Justification for Faculty |Briefly, how will this position support student needs? |None |

| |Position(s): |Do you have assessment data available to justify this request for a faculty | |

| | |position? If so provide the SLO/PLO assessment data, reflection, and enhancement | |

| | |and/or CTE Advisory Board input to support this need. If not, provide other data| |

| | |to support this need. | |

|V.D.1 |Staff Position(s) Needed |A drop down menu will allow you to choose: Replace due to Vacancy, Growth, None |None |

| | |Needed Unless Vacancy | |

| | |Only make request for staff if relevant to your department only. Division staff | |

| | |requests should be in the Dean’s summary. | |

|V.D.2 |Justification for Staff |Briefly, how will this position support student needs? |N/A |

| |Position(s): |Do you have assessment data available to justify this request for a staff | |

| | |position? If so, provide the SLO/PLO assessment data, reflection, and enhancement| |

| | |and/or CTE Advisory Board input to support this need. If not, provide other data | |

| | |to support this need. | |

|V.E.1 |Equipment Requests |A drop down menu will allow you to choose: Under $1,000 or Over $1,000 or no |None |

| | |equipment requested | |

|V.E.2 |Equipment Title, Description, |Description should identify if the item(s) are new or replacement(s), |1. Hire a programmer to turn Byron Lilly's prototype Custom Homework Builder into |

| |and Quantity |furniture/fixtures, instructional equipment, technology related, expected life of|something the whole division could use: $10,000. |

| | |item, recommended warrantees etc. |2. Purchase a site license either for a single Business Simulation Game or for a family |

| | |Did this request emanate from a SLOAC or PLOAC process? |of Business Simulation Games for use in various Business classes: $15,000 |

| | |Does this item require new or renovated infrastructure (e.g. wireless access, |Total: $25,000. |

| | |hardwire access, electric, water or heat sources . . . ) | |

|V.E.3 |Equipment Justification |Do you have assessment data available to justify this request for equipment? If |1. One of our faculty, Byron Lilly, has built a prototype of a program that can be used |

| | |so, provide the SLO/PLO assessment data, reflection, and enhancement and/or |to build custom homework assignments for students based on the questions they got wrong |

| | |Advisory Board input to support this need. If not, provide other data to support |on a test or exam. Byron has found that, using this system, 93% of the students who |

| | |this need. |retake the midterm do better on it the second time, and the average student improves |

| | |Who will use this equipment? |their score by 14%. With further experience, Byron is hoping to get this average |

| | |What would the impact be on the program with or without the equipment? |improvement up to 25%. In contrast, without using this system, Byron finds that although|

| | |What is the life expectancy of the current equipment? |88% of students who retake the midterm do better on it, the average improvement is only |

| | |How does the request promote the college mission or strategic goals? Refer to |4%. This program is in an extremely rough state. Definitely not usable by anyone by |

| | |mission: and strategic goals (page |Byron in its present state. We are estimating that for $10,000, we could hire a |

| | |15 |programmer to turn it into a product anyone in our division could use. |

| | | | |

| | | |2. Some of our faculty use a business simulation game either in their "Introduction to |

| | | |Business" (Business 10) or "Principles of Marketing" (Business 90) class. Currently, |

| | | |students in these classes have to pay $40-45 each for the right to play the simulation |

| | | |game for the quarter. If we could negotiate a site license with a simulation game |

| | | |vendor, we could offer the game for free to our students. Then more instructors would use|

| | | |it. Currently, about three instructors use it each quarter. If it were free to |

| | | |students, we estimate this would double to six. Six sections per quarter times 40 |

| | | |students equals an estimated 240 students per quarter who would benefit. |

|V.F.1 |Facility Request |Name type of facility or infrastructure items needed. Renovation vs new. |None |

| | |Identify associated structures needed to support the facility e.g. furniture, | |

| | |heat lamps, lighting, unique items above and beyond what is normally included in | |

| | |a similar facility. | |

|V.F.2 |Facility Justification |Do you have assessment data available to justify this request? If so, provide the|N/A |

| | |SLO/PLO assessment data, reflection, and enhancement and/or CTE Advisory Board | |

| | |input to support this need. If not, provide other data to support this need. | |

| | |Who will use this facility? | |

| | |What would the impact be on the program with or without the facility? | |

| | |What is the life expectancy of the current facility? | |

| | |How does the request promote the college mission or strategic goals? | |

|V.G. |Equity Planning and Support |Has this work generated any need for resources? If, so what is your request? |No |

|V.H.1 |Other Needed Resources |List resource needs other than faculty, staff, facility, and equipment needs. For|None |

| | |instance, assistance in working with counselors, finding tutors to work with | |

| | |students, support for assessment projects. | |

|V.H.2 |Other Needed Resources |Do you have assessment data available to justify this request? If so, provide the|N/A |

| |Justification |SLO/PLO assessment data, reflection, and enhancement that support this need. If | |

| | |not, provide other data to support this need. | |

|V.J. |“B” Budget Augmentation |If there is a new initiative/project that requires additional funding, please |None |

| | |state: | |

| | |Who/what could be supported if this additional funding was awarded? | |

| | |What would the impact be on the program with the funds? | |

| | |How does the request promote the college mission or strategic goals? Refer to | |

| | |mission: and strategic goals (page | |

| | |15 | |

| | |How much money is being requested? | |

| | | | |

| | |State the SLO/PLO assessment data, reflection, and enhancement and/or CTE | |

| | |Advisory Board input to support this need and/or other data to support this need.| |

| | | | |

| | |If you do not deal with the B budget directly, you can use the comment: “please | |

| | |refer to the Dean’s summary”. | |

|V.K.1 |Staff Development Needs |What would the impact be on the program with or without meeting this need? How |None |

| | |does the request promote the college mission or strategic goals? Refer to | |

| | |mission: and strategic goals (page | |

| | |15 | |

|V.K.2 |Staff Development Needs |Do you have assessment data available to justify this request for staff |N/A |

| |Justification |development? If so, provide the SLO/PLO assessment data, reflection, and | |

| | |enhancement and/or CTE Advisory Board input to support this need. If not, provide| |

| | |other data to support this need | |

|VI. |Closing the Loop |How do you plan to reassess the outcomes after receiving each of the additional |N/A |

| | |resources requested above? N.B. For the Comprehensive Program Review the question| |

| | |becomes “What were the assessments showing the results of receiving the requested| |

| | |resources over the last five years?” | |

| |Submitted by: |APRU writer’s name, email address, phone ext. |Byron Lilly, lillybyron@fhda.edu, (408) 864-8431 |

| |Last Updated: |Give date of latest update (Set next box to YES when done and ready for Dean |3/24/16 |

| | |review). | |

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